Essays on the Effects of Teacher Grading Standards and Other Teaching Practices

Autor/in	Mozenter, Zachary David
Titel	Essays on the Effects of Teacher Grading Standards and Other Teaching Practices
Quelle	(2019), (146 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Chapel Hill
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-0124-4
Schlagwörter	Hochschulschrift; Dissertation; Grading; Academic Standards; Public School Teachers; Outcomes of Education; Middle School Students; High School Students; Difficulty Level; Academic Achievement; Course Selection (Students); Majors (Students); Assignments; Self Concept; Teacher Effectiveness; Classroom Environment; Grouping (Instructional Purposes); North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Notengebung; Schulnote; Lernleistung; Schulerfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schwierigkeitsgrad; Schulleistung; Course selection; Kurswahl; Assignment; Auftrag; Zuweisung; Selbstkonzept; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Klassenklima; Unterrichtsklima; Grouping; Gruppenbildung
Abstract	Chapter One explores whether teacher grading standards affect learning. Lenient standards are controversial because of concerns that students may put less effort into a course. Conversely, harder standards may discourage the lower performing students. Using detailed longitudinal data on all North Carolina public school students and teachers over 10 academic school years, I find that harder standards increase student achievement in math but not in English and Language Arts. Contrary to popular belief and standard models of student optimizing behavior, harder standards do not leave the lower performing students behind--students of all abilities benefit similarly from harder standards. Altogether, I find that students assigned to a more lenient teacher earn higher course grades, report spending less time on homework, yet learn no more than students assigned to a harder teacher. Using the same data as Chapter One, Chapter Two explores whether differences in grading standards among teachers in middle school have long-term effects on high school through the student's course selection, achievement or college major interests. Differences in grading standards among teachers make grades less informative, may unfairly reward or penalize students when grades are used in high-stakes decisions, like class assignment, and may distort a student's perception of their own ability. I do not find consistent evidence that students benefit from lenient standards in the future, or become more interested in related subjects/majors, even though students do end up earning higher course grades as a result of lenient standards. Chapter Three studies how the effectiveness of teachers varies by classroom composition, combining random assignment of teachers with rich measures of teaching practices based on a popular teacher-evaluation protocol. We find that some teaching practices are more effective in raising math achievement in classrooms with higher average prior achievement, and others are more effective in classrooms with less heterogeneity in prior achievement. We use these estimates to simulate the effects of reallocating classrooms among teachers within schools. We find substantial differences between counterfactual and actual teacher effectiveness rankings, supporting the importance of classroom composition for evaluating teachers and prescribing practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2024/1/01